Transcript Document

Student Learning Objectives (SLO)
Resources for
English Language Arts
1
What are SLOs and why are they
important?
Primary Measures of the EES
• Hawaii Growth
Model
• Student Learning
Objectives
Student
Teacher
Growth andPractice
Learning
• Classroom
Observations
• Core
Professionalism
• Tripod Student
Survey
• Working Portfolio
(non-classroom only)
Educator Effectiveness Data
Improved Student Outcomes
4
SLO Process
10.
Determine
next steps
1. Identify
the
learning
goal
2. Develop or
select
assessment(s)
9. Rating
of SLO
8. Analyze
assessment
results
3. Establish
targets based
on data
7. Revise
targets if
necessary
4. Plan instruction
6.
Implement
the SLO
5.
Receive
initial
approval
Hawaii Department of Education
5
Student Learning Objective Cycle
Step 6:
Monitor
and
Evaluate
the
Results
Step 6:
Monitor
and
Evaluate
the
Results
Step 6:
Monitor
and
Evaluate
the
Results
Data Team Cycles
Step 6:
Monitor
and
Evaluate
the
Results
Student Learning Objectives (SLO)
• Are teacher designed
• content-driven goals
• set at the beginning of a course
• that measure student learning through an
interval of time
(i.e. one school year or one semester).
7
Student Learning Objectives:
• support the achievement and growth of all
students that aligns to daily instruction and
progress monitoring with specific prioritized
goals
Assessments, Scoring
& Criteria
Learning Goal
SLO
Components
Expected Targets
Instructional
Strategies
What is a learning goal and where
can I find resources for it?
A Learning Goal has 5 Sub-Components
Standards
Big Idea
Learning
Goal
Rationale
Learning
Goal
Interval of
Instruction
Big Idea
• A declarative statement that describes a
concept or concepts that transcend grade
levels in a content area and represents the
most important learning of the course.
CCSS Portrait of a
College and Career Ready Student
• They demonstrate
independence
• They comprehend as well
as critique
• They build strong content
knowledge
• They value evidence
• They respond to the
varying demands of
audience, task, purpose
and discipline
• They use technology and
digital media strategically
and capably
• They come to understand
other perspectives and
cultures
http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-andcareer-ready-in-reading-writing-speaking-listening-language
“Big Idea”
Resources for (Content Area)
• The Common Core State Standards Page 7
provide a portrait of a college and career
ready student:
Big Idea Example:
Using the Portrait of a
College and Career Ready Student
College and career ready students are able to
cite specific evidence when supporting their
own points in writing and speaking.
(CCSS – Introduction to ELA/Literacy)
Big Idea
CCSS ANCHOR STANDARDS
• Reading- 10 anchor standards
• Writing- 10 anchor standards
• Speaking and Listening- 6 anchor standards
• Language- 6 anchor standards
Big Idea Example:
Using the Anchor Standards
A college and career ready student is able
to assess how point of view or purpose
shapes the content and style of a text.
(Anchor Standard R.6)
Big Idea Example:
SBAC
As a part of this evidence-centered design of
assessments, Smarter Balanced established four
“claims” regarding what students should know
and be able to do to demonstrate readiness for
college and career in the domain of ELA and
literacy.
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/EL
AGeneralItemandTaskSpecifications.pdf
Claim #1: Students can read closely and analytically to
comprehend a range of increasingly complex literary and
informational texts.
Claim #2: Students can produce effective and wellgrounded writing for a range of purposes and audiences.
Claim #3: Students can employ effective speaking and
listening skills for a range of purposes and audiences.
Claim #4: Students can engage in research and inquiry to
investigate topics, and to analyze, integrate, and present
information.
Big Idea Example:
Using the SBAC Claims
College and career ready students can
engage in research/inquiry to investigate
topics and to analyze, integrate and
present information.
(SBAC Claim #4)
The Learning Goal
• A statement that thoroughly describes what
students will know, understand or be able to
do by the end of the interval of instruction
The Learning Goal
http://standardstoolkit.k12.hi.us
Example: Grade 5
• Big Idea: College and career ready students can
engage in research and inquiry to investigate
topics, and to analyze, integrate and present
information.
• Learning Goal: Students will be able to write
short research papers integrating and citing
specific evidence from several sources.
• Standard: W.7.5: Conduct short research projects
that use several sources to build knowledge
through investigation of different aspects of a
topic.
Depth of Knowledge Reminders
• SLOs should be at a minimum of a
DoK level 2;
• If there are DoK level 3 targets for
the course or grade level, those
should be selected.
Depth
Of
Knowledge
Norm
Webb
Where can I find resources for
assessments?
“Assessments, scoring & criteria”
Resources for ELA
resources
urls
• Sample tasks and items
•
http://www.smarterbalanced.org/samp
le-items-and-performance-tasks/
•
http://www.smarterbalanced.org/?s=ru
brics
•
http://oercommons.org
•
http://www.readworks.org/
•
http://readingandwritingproject.com/re
sources/assessments.html
• Rubrics
• Open Education Resources
• Sample Passages
• Reading and Writing Project
Assessmetns
Where can I find resources for
instructional strategies?
Instructional Strategies College Board:
SpringBoard
Instructional Strategies McGraw Hill
Wonders
• Ask and answer
questions
• Graphic Organizers
• Think Aloud
• Summarize
• Compare and Contrast
• Collaborative
Conversations
•
•
•
•
•
•
•
Repeated reading
Echo reading
Close reading
Predicting
Visualizing
Read aloud
Modeling
Instructional Strategies- Resources
List of Strategies Used in SpringBoard
• http://research.collegeboard.org/publications/engaging-strategiesall-students-springboard-example
Author’s White Papers on Strategies Used in Wonders
• http://mhreadingwonders.com/authors/
Expository Reading and Writing Course Assignment Template
Appendices Contain Strategies for Reading and Writing
• http://www.calstate.edu/EAP/englishcourse/piloting_packet/Assign
ment_Template.pdf
Success for ALL Students: Multi-tiered System of Supports
Tier 3: Intensive, Individualized Interventions
•
•
•
•
Individual students
Assessment Based
High Intensity
Intense, durable procedures
Tier 2: Targeted Group Interventions
•
•
Some students (at risk)
High efficiency (e.g. target skill instructions with
progress monitoring)
Tier 1: Core, Instructional Interventions
•
•
All Students, All Settings
Preventive, proactive support (e.g. schoolwide behavior support, high quality core
instruction, differentiate instruction, universal
screening)
Multi-Tiered System of Instruction and Intervention
Tier 3
•
•
•
•
•
Tier 2
INTENSIVE
1-5%
Few students
Small group or individual
Increased intensity and duration
Specialized, intensive interventions for high-risk behavior
Progress monitoring weekly or more
TARGETED
•
•
•
•
•
Tier 1
10-15%
Some students
Small group
Targeted skill instruction
Positive behavior group interventions
Progress monitoring every other week
UNIVERSAL
•
•
•
•
•
Academics
80-90%
All Students
High quality core instruction
School-wide and classroom discipline rules in place
Differentiated instruction
All students screened and monitored 3x year
Behavioral
Instructional Strategies
Recommendations for Classroom Practice
(Marzano et al., 2001)
Identifying Similarities and
Differences
•
Use the process of comparing, classifying, and using metaphors
and analogies.
Summarizing and Note Taking
•
•
•
Provide teacher-prepared notes using a variety of formats, and
graphic organizers.
Teach students a variety of summarizing strategies.
Engage students in reciprocal teaching.
Reinforcing Effort and
Providing Recognition
•
•
Teach students the relationship between effort and achievement.
Provide recognition aligned to performance and behaviors.
Homework and Practice
•
•
•
Establish and communicate homework policy.
Design assignments that support academic learning.
Provide timely feedback.
Nonlinguistic representations
•
Provide students with a variety of activities such as creating graphic
organizers, making physical models, generating mental pictures,
drawing pictures and pictographs, engaging in kinesthetic activity.
Instructional Strategies
Recommendations for Classroom Practices
(Marzano, et al., 2001)
Cooperative learning
•
•
Use a variety of small groupings (e.g. think-pair share, turn and talk,
numbered heads together, jigsaw).
Combine cooperative learning with other classroom structures.
Setting objectives and
providing feedback
•
•
Set and communicate objectives that are specific and flexible.
Include feedback elements of both positive interdependence and
individual accountability.
Generating and testing
hypotheses
•
Engage students in a variety of structured tasks such as problem
solving, experimental inquiry, and investigation.
Ask students to explain their hypotheses and their conclusions.
Cues, Questions and
Advanced Organizers
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•
•
•
•
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Use explicit cues.
Ask inferential and analytical questions.
Use stories, pictures, and other introductory materials that set the
stage for learning.
Have students skim materials before the lesson.
Use graphic organizers.